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Transcript of John Stephenson [email protected] 2003 EDEN Annual Conference Rhodes June 16th 2003 John...
John Stephenson [email protected]
2003 EDEN Annual Conference
Rhodes June 16th 2003
John StephensonInternational Centre for Learner Managed Learning (ICLML)
Middlesex University, London, UK
Pedagogical Underpinnings of Quality for
Educational Institutions and Industry
John Stephenson [email protected]
Some research
John Stephenson [email protected]
Effectiveness of work-place vocational qualifications (1997 – 1999)
Use of e-learning on the factory floor - SUPERSTELLA (1999 - 2001)
BLATE - Blended Learning in the corporate market (2002 - 2003)
Relevant ICLML Research Projects into learning at work
John Stephenson [email protected]
• learner ownership and responsibility
Key points from the research for e-learning at work
• negotiated, flexible provision
• personalised services
• manage own work and learning priorities
• learning through work, with local help
• personal development
• personal recognition / reward
John Stephenson [email protected]
L-Change EU Observatory Suppliers’ views of future trends in the European e-
learning market
- based on interviews with key actors in 8 countriesin the following fields
John Stephenson [email protected]
• focus on pedagogical design in educational & corporate markets
L-Change findings
Market trends and predictions for EU...
• more 'blended' or integrated learning and training packages
• 'mass customisation' of systems responsive to individuals
• support focused on mentoring as users become more independent
• opportunities for brokers between pedagogues and providers on behalf of client needs
John Stephenson [email protected]
The reality
John Stephenson [email protected]
Learner managed process
TeacherControlledProcess
Open ended,
strategic learner directed
Teacher Specified
tasks
NW NE
SW SE
Online Pedagogy Grid
Presents traditional training and teaching by innovative means
Giveslearners control overstyle, location, pace,duration, sequence
but not task
Process is predetermined- learners explore
content and direction.
System liberates andsupports learners to
decide and control own direction
and process
Coomey,M Stephenson,J 2001, It’s all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London
John Stephenson [email protected]
Learner managed process
TeacherControlledProcess
Open ended,
strategic learner directed
NW
Teacher Specified
tasks
NE
SW SE
Online Pedagogy Grid
•Learner managed virtuallearning environment;
•Customised intuitive tools;•dis-aggregated
company-specific and commercial materials tagged
for personal relevance;•open to outside sources;
•online mentoring.
Coomey,M Stephenson,J 2001, It’s all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London
John Stephenson [email protected]
Learner managed process
TeacherControlledProcess
Open ended, strategic learner
directed
Teacher Specified
tasks
NW NE
SW SE
Online Pedagogy Grid
(Coomey,M. & Stephenson,J. 2001)
Vast majority of cases in research literature were in NW, some in NE and SW, few in SE
The SE quadrant is where e-learning in
the work-place can be most effective
John Stephenson [email protected]
There is a mismatch between* teacher / instructor activity* what is technically possible, and pedagogically
desirableReason 1
Lack of awareness amongst key players
Reason 2 ‘There is also a tendency for trainers and teachers to continue with their traditional paradigms’ (Alexander and Boud, 2001).
Reason 3Traditional institutional quality assurance does not easily accommodate learner determined programmes
John Stephenson [email protected]
Other surveys of experience
Current e-teachers needed help in familiarising themselves with research on effective use of the medium (Bonk et al, 2001a )
Online trainers show a 'dearth of pedagogically interactive and motivating activities within web-based learning environments'. (Bonk et al 2001b)
In universities ‘progress is slow and not radical’. ‘Rich pedagogical use of this infrastructure is in many cases still in development’. (Collis and van der Wende 2002)
Of 230 research reports: 'Training will become more learner-centric with soldiers assuming increased responsibility for the acquisition of knowledge and the development of skills.’ (Bonk and Wisher 2000)
John Stephenson [email protected]
3 ways forward?
• UfI/learndirect’s Learning through Work programme
• Unipart’s virtual university
• ‘Do it Even Better’
John Stephenson [email protected]
• Offer the time, place, pace and style that responds to your needs
UfI/learndirect’s pledges to learners
• Clear information to enable personal choices and control
• Materials relevant to your interests that actively involve you
• Help to monitor your progress and record your achievements
• To give you easy access to the specialist support you need
• To put you in touch with other people studying the same topics
• To help you relate your learning to your own longer term ambitions
John Stephenson [email protected]
See at http://learndirect-ltw.co.uk/
John Stephenson [email protected]
UNIPART GROUP of COMPANIES, UK
John Stephenson [email protected]
• Focus on sharing problems and solutions
• Store current and former activity for ease of searching in response to need
• Give people the will and opportunity to engage, and open access to other sources and services
• Focus on sustainability of changes and improvements
Use of intranet
Http://www.ugc.co.uk/
John Stephenson [email protected]
John Stephenson doing Team Management even better
John StephensonTeam Management
Good practice
Quick tips
Networks
Coursesawards
Resources
Mentor
Successstories
Action Plan& log
Benchmarks
Customised for John, with internal and external resourcesStephenson, J 2002, Engaging people in improving their own practice, in RSA Journal, Feb 2002, London
Assessment
John Stephenson [email protected]
Ownership by the learner
Involvement of the learner
Responsibility of the learner
Relevance and rewarding to the learner
- to self, now and in the future
- to organisation, now and in the future
In summary:
Quality e-learning for work-based capability is about:
…..in association with the organisation and awarding body
Quality based on value added by users, not by imposed uniform benchmarks
John Stephenson [email protected]
2003 EDEN Annual Conference
Rhodes June 16th 2003
John StephensonInternational Centre for Learner Managed Learning (ICLML)
Middlesex University, London, UK
Pedagogical Underpinnings of Quality for
Educational Institutions and Industry